Fig 2 - uploaded by Jonathan Delafield-Butt
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Storyboard of still photographs extracted from video recording of the intervention session. a Engagements 1-7. The client has chosen to lie on the waterbed face down, with her feet to the practitioner. She makes rubbing motions with her legs at first, then rubs and slaps in response to the practitioner (standing), who approaches from a distance and invites interaction through slapping or rubbing the wall. b Engagement 7. Rapport develops between the pair. The client partially orients to the practitioner, who has taken up a position at the foot of the bed. c Engagements 9-14. The interactions of the dyad develop, becoming more intimate, with
Source publication
Shared understanding is generated between individuals before speech through a language of body movement and non-verbal vocalisation, expression of feeling and interest made in gestures of movement and voice. Human understanding is co-created in these embodied projects, displayed in serially organised expressions with shared timing of reciprocal act...
Context in source publication
Similar publications
Previous findings on gestural impairment in autism are inconsistent, while scant evidence came from Chinese-speaking individuals. In the present study, preschool Chinese-speaking children with typical development and with autism were asked to generate stories from a set of wordless Cartoon pictures. Two groups were matched in chronological age and...
Purpose
Most toddlers with autism spectrum disorder and other developmental delays receive early intervention at home and may not participate in a clinic-based communication evaluation. However, there is limited research that has prospectively examined communication in very young children with and without autism in a home-based setting. This study...
Citations
... While this is true for differences across species, within each species we argue for a lower or minimal variability. Within humans, for example, this is evident in individuals with neurodevelopmental conditions (i.e., patients with autism may exhibit diminished intersubjective capacities while retaining strong narrative or reflective dimensions; Du Bois et al., 2014;Delafield-Butt et al., 2020). Across species PTS's non-hierarchical framework accommodates a variety of ways in which the self manifests in the animal kingdom. ...
In the last decades, research on animal consciousness has advanced significantly, fueled by interdisciplinary contributions. However, a critical dimension of animal experience remains underexplored: the self. While traditionally linked to human studies, research focused on the self in animals has often been framed dichotomously, distinguishing low-level, bodily, and affective aspects from high-level, cognitive, and conceptual dimensions. Emerging evidence suggests a broader spectrum of self-related features across species, yet current theoretical approaches often reduce the self to a derivative aspect of consciousness or prioritize narrow high-level dimensions, such as self-recognition or metacognition. To address this gap, we propose an integrated framework grounded in the Pattern Theory of Self (PTS). PTS conceptualizes the self as a dynamic, multidimensional construct arising from a matrix of dimensions, ranging from bodily and affective to intersubjective and normative aspects. We propose adopting this multidimensional perspective for the study of the self in animals, by emphasizing the graded nature of the self within each dimension and the non-hierarchical organization across dimensions. In this sense, PTS may accommodate both inter- and intra-species variability, enabling researchers to investigate the self across diverse organisms without relying on anthropocentric biases. We propose that, by integrating this framework with insights from comparative psychology, neuroscience, and ethology, the application of PTS to animals can show how the self emerges in varying degrees and forms, shaped by ecological niches and adaptive demands.
... On the other side of my learning has been the opus of Colwyn Trevarthen, and the burgeoning contribution of Jonathan DelafieldButt, with their participation in autism research, while retaining a psychoanalytic understanding [2][3][4][5]. They are avowed empiricists with strong claims of science. ...
... Two studies presented by Delafield-Butt exemplify non-stereotyped interventions. One where a non-verbal ASD woman is helped to communicate by Intensive Interaction therapy where the therapist attuned bodily movements and rhythms to the patient [5]. Meaningful exchange was created together. ...
... Care staff were concerned that an eighteen-year-old non-verbal woman was psychologically distant and aggressive [5]. She was referred for Intensive Interaction therapy. ...
... The literature search yielded seven eligible papers, including one cross-sectional observational study (Doussard-Roosevelt et al., 2003), one randomized controlled trial (Thiemann- Bourque et al., 2018), two single case experimental designs (Bourque and Goldstein, 2020;Ishizuka and Yamamoto, 2016), and three single observation case studies (Chen, 2022;Delafield-Butt et al., 2020;Lee et al., 2023). The full search process and strategy is outlined in the PRISMA flowchart (Page et al., 2021) in Figure 1. ...
... Five of the seven reports explicitly described participants as MV or nonverbal, though inclusion criteria for characterization as MV differed among studies. Two case studies described participants as nonverbal or non-speaking, though specific spoken language characterization was not provided (Chen, 2022;Delafield-Butt et al., 2020). Doussard-Roosevelt et al. (2003) distinguished between verbal and nonverbal children based on maternal report of either presence or absence of words, whereas Thiemann- Bourque et al. (2018) characterized children as MV if they used fewer than 20 spontaneous words. ...
... All seven studies described MV autistic participants as engaging in some degree of reciprocal interaction, though the actions that participants used to engage with a partner may be different than expected for their age. For example, Delafield-Butt et al. (2020) found that the young woman and interventionist demonstrated over a dozen engagement periods that increased in length and complexity over the course of the interaction. Rather than words or conventional gestures (which would be expected communication modalities for a young adult), the participant often used expressive actions such as stomping her foot, slapping the table, or changes in proximity that were then scaffolded by the responsive interventionist (Delafield-Butt et al., 2020). ...
Interaction dynamics provide information about how social interactions unfold over time and have implications for communication development. Characterizing social interaction in autistic people who are minimally verbal (MV) has the potential to illuminate mechanisms of change in communication development and intervention. The purpose of this scoping review was to investigate the current evidence characterizing interaction dynamics in MV autistic individuals, methods used to measure interaction dynamics in this population, and opportunities for future research. Articles were included if participants were diagnosed with autism, considered MV, if interaction occurred with a human communication partner during live in-person interaction, and if variables were derived by measuring the relationship between behaviors in both partners. The seven articles included in this review demonstrate that limited research describes interaction dynamics in this population, and that behavioral coding measures can be leveraged to assess constructs such as turn-taking, social contingency, and balance in social interactions. While there is some evidence describing how MV autistic individuals and their communication partners construct reciprocal interaction, there is variability in how interaction dynamics are measured and limited evidence describing individual differences. Recommendations for future research are discussed.
... Narrative self-constitution can be regarded as an embodied practice grounded in the habituality of the body (Miyahara & Tanaka, 2023). Case studies show that embodied narrative meaningmaking can be realized with autistic individuals, and pre-linguistic narratives are the foundation of linguistic intelligence (Delafield-Butt et al., 2020). Now, habits are "special adaptive tendencies that make [living things] disposed--unlike purely mechanical and physical systems--to sensitively adjust in characteristic ways to the particularities of their situated circumstances" (Hutto & Robertson, 2020, p. 207). ...
Autism spectrum disorder is usually understood through deficits in social interaction and communication, repetitive patterns of behavior, and hyper- or hyporeactivity to sensory input. Affordance-based Skilled Intentionality that combines ecological-enactive views of cognition with Free Energy and Predictive Processing was proposed as the framework from which to view autism integrally. Skilled Intentionality distinguishes between a landscape of affordances and a field of affordances. Under the integrative Skilled Intentionality Framework, it can be shown that autistic differences in the field of affordances stem from aberrant precision estimation. Autistics over-rely on the precision afforded by the environment—a stable econiche they build. According to this approach, autism is understood as characterized by an atypical field of affordances. I will build on the ecological-enactive account of autism to suggest that one way to shape the neurotypical landscape of affordances in accordance with autistic needs is through the use of Ambient Smart Environments (ASEs). Taking the cue from autistic lived experience, ASEs could help minimize environmental uncertainty and afford affective scaffolding by supporting dynamic and flexible niche construction in accordance with individual autistic styles.
... Narrative self-constitution can be regarded as an embodied practice grounded in the habituality of the body (Miyahara & Tanaka, 2023). Case studies show that embodied narrative meaning-making can be realized with autistic individuals, and pre-linguistic narratives are the foundation of linguistic intelligence (Delafield-Butt et al., 2020). Now, habits are "special adaptive tendencies that make [living things] disposed--unlike purely mechanical and physical systems--to sensitively adjust in characteristic ways to the particularities of their situated circumstances" (Hutto & Robertson, 2020, p. 207). ...
Autism spectrum disorder is usually understood through deficits in social interaction and communication, repetitive patterns of behavior, and hyper-or hyporeactivity to sensory input. Affordance-based Skilled Intentionality that combines ecological-enactive views of cognition with Free Energy and Predictive Processing was proposed as the framework from which to view autism integrally. Skilled Intentionality distinguishes between a landscape of affordances and a field of affordances. Under the integrative Skilled Intentionality Framework, it can be shown that autistic differences in the field of affordances stem from aberrant precision estimation. Autistics over-rely on the precision afforded by the environment-a stable econiche they build. According to this approach, autism is understood as characterized by an atypical field of affordances. I will build on the ecological-enactive account of autism to suggest that one way to shape the neurotypical landscape of affordances in accordance with autistic needs is through the use of Ambient Smart Environments (ASEs). Taking the cue from autistic lived experience, ASEs could help minimize environmental uncertainty and afford affective scaffolding by supporting dynamic and flexible niche construction in accordance with individual autistic styles.
... Based on the parent-infant interaction literature, the II practitioner's role is to follow the learner and communicate in "their language" to build connected exchanges and nurture relationships (Hewett et al., 2011). Reciprocal interactions are created via short, playful, and synchronous interactions, for example, by echoing the learner's vocalizations and movements to offer a complementary, communicative response (Delafield-Butt et al., 2020). Improvements have been seen in reciprocal non-verbal interaction between neurodivergent learners and II practitioners within minutes of starting II (Zeedyk et al., 2009;Delafield-Butt et al., 2020). ...
... Reciprocal interactions are created via short, playful, and synchronous interactions, for example, by echoing the learner's vocalizations and movements to offer a complementary, communicative response (Delafield-Butt et al., 2020). Improvements have been seen in reciprocal non-verbal interaction between neurodivergent learners and II practitioners within minutes of starting II (Zeedyk et al., 2009;Delafield-Butt et al., 2020). Similar results are found in other approaches that employ learner-led synchrony, including Dance and Movement Therapy (DMT), and Improvisational Music Therapy (IMT). ...
... Used as a standard approach at the college in the current study, II involves the LSW following the learner's lead to create playful, non-verbal communicative exchanges (Hewett et al., 2011). Previous research indicates that II can lead to reciprocal interaction and support rapport development within minutes (Zeedyk et al., 2009;Scharoun et al., 2014;Delafield-Butt et al., 2020). Improvements in synchrony have also been seen following other learner-led approaches, such as Improvisation Music Therapy (IMT), which have been observed to generalize to other contexts and relationships (Venuti et al., 2017). ...
Introduction
Some research indicates that neurodivergent people are less likely than “neurotypical” people to adapt their movements to a partner’s movements to facilitate interpersonal motor synchrony. Researchers therefore suggest synchrony deficits underlie the social differences associated with autism and other neurodivergences. Intensive Interaction (II) is a client-led approach, where Learning Support Workers (LSW) follow the lead of learners to create balanced and reciprocal interactions.
Methods
We aimed to examine the balance of synchrony in learners with autism and Severe Learning Disabilities and their LSWs in a special education college where learners had prior experience with II. Using Motion Energy Analysis, we assessed the degree to which each partner acted as a leader, and hence which partner acted as a follower, during moments of close synchrony.
Results
Overall, learners and LSWs showed higher than chance synchrony. There were no differences in the degree to which each partner led the moments of synchrony, or the amount pairs synchronized with zero-lag, where there was no delay between each partners’ movements.
Discussion
The equal balance of leading and following in the learner and LSW pairs demonstrates that both partners consistently adapted their movements to their partner’s movements to facilitate synchrony. The findings tentatively challenge the notion of a synchrony deficit in autism and suggest synchrony can be present in cross-neurotype pairs in comfortable and engaging conditions. We discuss the potential for client-led, movement-based approaches to support smooth interactions across neurotypes.
... This last point could transform therapeutic applications that traditionally have attempted to eliminate autistic behaviors such as stimming, reinforcing the discrimination of autistic sensemaking by "normalizing" their actions based on an "ideal" form of life. We shall think on more respectful, engaging, and ethical therapeutic applications, such as the Intensive Interaction approach which emerges from intercorporeality, departing from the agent's embodiment (in this case autistic embodiment) to facilitate positive engagement and social responsiveness with nonverbal people (Caldwell, 2013;Delafield-Butt et al., 2020). Also, another therapeutic approach is floor time play where the caregiver and the child interact by exploring together objects that belong to activities of daily living (Dionne & Martini, 2011), portraying sociomateriality or how cognition is contextualized and interwoven in the situated interactions with the objects that actively contribute to autistic people's experience of the world. ...
... Whilst the structure described here is often considered to be the typical narrative format for an interaction, it is important to bear in mind that the precise presentation of these phases can vary depending on multiple factors. Often an entire narrative structure may not be successfully created in a single attempt, and an interaction will instead be formed of multiple broken narratives which might gradually build until a complete narrative structure is achieved (Delafield-Butt et al., 2020). The exact makeup of the four-part structure can also vary dramatically, with for example, multiple climaxes within a single cycle. ...
... Tronick (2005) argues that it is through the backand-forth responses of mother and infant, which build upon the emotions and purpose of the partner, that joint meaning is established, a so-called "dyadic state of consciousness." In cases where individuals are unable to establish joint meaning and experience primary intersubjectivity, development can be severely negatively impacted (Delafield-Butt et al., 2020). ...
Since the publication of Meltzoff and Moore’s seminal paper, neonatal imitation has been discussed, debated, and scrutinised at considerable length. Despite this, the temporal structure within which the interaction sits, has received limited attention. We hypothesise that underlying successful examples of neonatal imitation exists a narrative temporal structure, expressed and perceived not only through vocalisations but also (if not primarily) through movement. We contextualise neonatal imitation through a communicative lens, viewing the phenomenon as an early dialogue between adult and infant, underpinned by the same narrative structure as other “proto-conversations” in infancy. From this perspective, several of the leading and traditional theories that have been proposed to explain neonatal imitation are considered. Ultimately, we argue neonatal imitation is an innately dialogical phenomenon that forms one of the first examples of primary intersubjectivity, exemplifying the importance of the neonatal period in human psychological and social development. On this basis we propose further study is required into the temporal structure underlying neonatal imitation.
... Attuned and responsive interactions without words can be vibrant, like oral communications (Delafield-Butt et al., 2020). Brooke did not know Qian's home language. ...
This article chronicles three stories selected from a post-intentional phenomenological study conducted by the first author. The authors aim to investigate affective connections in children’s silent play by addressing three research questions: (a) How do children engage in dialogue with the teacher, their peers, and the material environment without words? (b) What emotions are produced in silent play? and (c) What changes in children’s affective connections occur through silence? We drew on the notion of intentionality in post-intentional phenomenology to illuminate meanings of the phenomenon for individuals about what they felt and experienced. With a focus on intentionality, we delved into the ways children meaningfully communicated with others and connected to the environment in their unspeaking moments. We also took on a posthuman notion of intra-actions to rethink silence as an inaudible yet sensible sound communicated between children and things. The prior studies showed that children’s silence was a mode of expression. Through storying the silent play-stories, we offered two alternative meanings of silence––intra-active communication with people and things and inaudible inner wellbeing, in addition to a mode of nonverbal expression as identified in prior studies. The findings are significant in enriching and renewing our understanding of children’s silence in inclusive ECE environments. Silence is re-defined as a mode of embodied communication and affective connections. This article invites researchers and educators to genuinely “listen” to children’s stories, even in silent play.
... As the child develops and interacts more with the adult, the adult tends to use more language. The adult commonly asks questions, praises the child, imitates the child's "words," and gives words to the child's utterances and actions (Delafield-Butt, Zeedyk, Harder, Vaever, & Caldwell, 2020;Halliday & Leslie, 1986;Shine & Acosta, 1999). Language becomes increasingly more complex and collaborative as the adult initiates, prompts, structures, and provides ideas to expand play, especially pretend play (Damast, Tamis-LeMonda, & Bornstein, 1996;Dunn, Wooding, & Hermann, 1977). ...
This chapter illustrates the process of playful therapeutic use of self along with its core components, its importance to rewarding and effective pediatric occupational therapy, and strategies for managing implementation challenges. Multiple clinical examples of various styles of playful therapeutic interaction are provided to help occupational therapy practitioners envision and develop themselves as a therapeutic tool with pediatric clients.
